open access
메뉴
open access
메뉴
ISSN : 1229-0718
The current study explored admiration, which captures how much peers respect and want to be like particular youth, as a peer social status indicator. This study examined the nature and behavioral correlates of three types of social status (popularity, preference, and admiration) and the longitudinal associations between the three types of social status and adjustment behavioral profiles. Participants(N = 677-736, 5th and 6th graders) nominated peers for the three types of social status and a wide range of academic and social adjustment behaviors at Waves 1 and 2. Partial correlation analysis indicated that admiration was either weakly associated or not associated with popularity and preference. Admiration and preference were more strongly associated with academic engagement and prosocial behavior, whereas popularity was more strongly associated with aggression and problem behavior. Path models and cross-lagged models indicated that engaging in aggressive-disruptive behavior led to increased popularity and decreased preference and admiration. In contrast, engaging in prosocial-engaged behavior led to increased admiration. In addition, popularity predicted increased aggressive-disruptive behavior, while preference and admiration predicted increased prosocial-engaged behavior. The strength of the association was much greater for admiration than likability, and admiration further predicted decreased aggressive-disruptive behavior.
김진구, 박종효 (2015). 초등학생의 공격성이 사회적 지위에 미치는 영향: 또래 공동체 의식과 교사 친밀성의 조절효과. 열린교육연구, 23(4), 207-231.
신희영 (2019a). 학교 폭력 가해자와 피해자의 행동 발달, 또래 상호 작용 및 사회적 영향의 특성 연구. 한국심리학회지: 발달, 32(2), 1-21.
신희영 (2019b). 청소년의 학업-사회적 행동 프로파일 중심으로 살펴본 또래 지위와 학업 규범이 행동 발달에 미치는 영향. 한국심리학회지: 발달, 32(2), 171-191.
신희영 (2018b). 청소년의 또래 상호 작용과 공격 및 이타적 행동 발달의 관계 연구: 성별과 교사와의 관계가 미치는 영향을 중심으로. 한국심리학회지: 발달, 31(3), 1-25.
이승연 (2011). 초등학생의 공격성과 사회적 선호도, 지각된 인기도의 관계: 친사회적 행동과 사회적 유능성의 조절효과. 한국심리학회지: 학교, 8(2), 153-173.
홍세희 (2000). 구조방정식 모형의 적합도 지수 선정기준과 그 근거. 한국심리학회지: 임상, 19(1), 161-177.
Babcock, B., Marks, P. E., Crick, N. R., & Cillessen, A. H. (2014). Limited nomination reliability using single and multiple item measures. Social Development, 23(3), 518-536.
Becker, B. E., & Luthar, S. S. (2007). Peer-perceived admiration and social preference: Contextual correlates of positive peer regard among suburban and urban adolescents. Journal of Research on Adolescence, 17(1), 117-144.
Cairns, R. B., Leung, M. C., Gest, S. D., & Cairns, B. D. (1995). A brief method for assessing social development: Structure, reliability, stability, and developmental validity of the interpersonal competence scale. Behavioral Research and Therapy, 33(6), 725-736.
Cillessen, A. H. N., & Borch, C. (2006). Developmental trajectories of adolescent popularity: Aggressive peer norms and friendship dynamics modeling analysis. Journal of Adolescence, 29(6), 935-959.
Cillessen, A. H. N., & Mayeux, L. (2004). From censure to reinforcement: Developmental changes in the association between aggression and social status. Child Development, 75(1), 147-163.
Cillessen, A. H. N., & Rose, A. J. (2005). Understanding popularity in the peer system. Current Directions in Psychological Science, 14(2), 102-105.
Cillessen, A. H. N., & van den Berg, Y. (2012). Popularity and school adjustment. In A. M. Ryan & G. W. Ladd (Eds.), Peer relationships and adjustment at school (pp. 135-164). Charlotte, NC: IAP.
Cohen, G. L., & Prinstein, M. J. (2006). Peer contagion of aggression and health risk behavior among adolescent males: An experimental investigation of effects on public conduct and private attitudes. Child Development, 77(4), 967-983.
Dijkstra, J. K., & Gest, S. D. (2015). Peer norm salience for academic achievement, prosocial behavior, and bullying: Implications for adolescent school experiences. The Journal of Early Adolescence, 35(1), 79-96.
Hair, J. F., Tatham, R. L., Anderson, R. E. D., & Black, W. (1998). Multivariate data analysis. Prentice-Hall: London.
Hawley, P. H. (2003). Prosocial and coercive configurations of resource control in early adolescence: A case for the well-adapted Machiavellian. Merrill-Palmer Quarterly, 49(3), 279-309.
LaFontana, K, M., & Cillessen, A. H. N. (1999). Children’s interpersonal perceptions as a function of sociometric and peer-perceived popularitty. Journal of Genetic Psychology, 160(2), 225-242.
LaFontana, K, M., & Cillessen, A. H. N. (2002). Children’s perceptions of popular and unpopular peers: A multimethod assessment. Developmental Psychology, 38(5), 635-647.
LaFontana, K, M., & Cillessen, A. H. N. (2010). Developmental changes in the priority of perceived status in childhood and adolescence. Social Development, 19(1), 130-147.
North, E. A., Ryan, A., Cortina, K., & Brass, N. R. (2019). Social status and classroom behavior in math and science during early adolescence. Journal of Youth and Adolescence, 48(3), 597-608.
Parkhurst, J. T., & Hopmeyer, A. (1998). Sociometric popularity and peerperceived popularity: Two distinct dimensions of peer status. The Journal of Early Adolescence, 18(2), 125-144.
Rodkin, P. C., Farmer, T. W., Pearl, R., & Van Acker, R. (2000). Heterogeneity of popularboys: Antisocial and prosocial configurations. Developmental Psychology, 36(1), 14-24.
Rodkin, P. C., & Ryan, A. M. (2012). Child and adolescent peer relations in an educational context. In K. Harris, S. Graham, & T. Urdan (Eds.), Educational psychology handbook (Vol. 2, pp. 363-389). Washington, DC: APA publications.
Rodkin, P. C., Ryan, A. M., Jamison, R., & Wilson, T. (2013). Social goals, social behavior, and social status in middle childhood. Developmental Psychology, 49(6), 1139-1150.
Rose, A. J., Swenson, L. P., & Waller, E. M. (2004). Overt and relational aggression and perceived popularity: Developmental differences in concurrent and prospective relations. Developmental Psychology, 40(3), 378-387
Rubin, K. H., Bukowski, W., & Parker, J. G. (2006). Peers interactions, relationships, and groups. In W. Damon, R. Lerner (Series Eds.), & N. Eisenberg (Vol. Ed.), Handbook of child psychology: Social, emotional, and personality development (6th ed., Vol. 3, pp. 571-645). New York, NY: Wiley.
Ryan, A. M. & Shin, H. (2018). Peers, academics and teachers. In W. B. Bukowski, B. Laursen & K. H. Rubin (Eds.). Handbook of Peer Interactions, Relationships and Groups, 2nd Edition. (pp. 637-656). New York, NY: Guilford Press.
Shin, H. (2017a). Friendship dynamics of adolescent aggression, prosocial behavior, and social status: The moderating role of gender. Journal of Youth and Adolescence, 46(11), 2305-2320.
Shin, H. (2017b). Examining early adolescents’ peer climate using descriptive and status norms on academic engagement and aggressive behavior in the classroom. Asia Pacific Education Review , 18 (3), 309-320.
Taylor, A. Z., & Graham, S. (2007). An examination of the relationship between achievement values and perceptions of barriers among low-SES African American and Latino students. Journal of Educational Psychology, 99(1), 52-54.
Wentzel, K. R. (2005). Peer relationships, motivation, and academic performance at school. In A. Elliot &C. Dweck (Eds.), Handbook of competence and motivation (pp. 279-296). New York, NY: Guilford Press.
Zhang, X., Pomerantz, E. M., Qin, L., Logis, H., Ryan, A. M., & Wang, M. (2018). Characteristics of likability, perceived popularity, and admiration in the early adolescent peer system in the United Stattes and China. Developmental Psychology, 54(8), 1568-1581.